PubMed ® for Trainers
Do you train others to use PubMed? If so, join us for PubMed for Trainers, a hybrid class with 3 online sessions and 1 in-person session (eligible for 15 MLA CE credits). The class is an in-depth look at PubMed and a chance to share training ideas with your fellow participants.
Fundamentals of Bioinformatics
The "Fundamentals of Bioinformatics and Searching" course provides basic knowledge and skills for librarians interested in helping patrons use online molecular databases and tools from the NCBI.
TOXNET® and Beyond
This course is designed to convey the basics of searching the NLM's TOXNET®, a Web-based system of databases in the areas of toxicology, environmental health, and related fields.
Teaching with Technology
Learn how to take advantage of online tools to offer distance education classes and enhance face to face classes! Join us for this "asynchronous" (on your own time) class. The class is taught over 5 weeks and is eligible for 8 MLA CE credits.
PubMed® for Librarians
PubMed for Librarians is made up of five one-hour segments. These five segments will be presented via Adobe Connect and recorded for archival access. Each segment is meant to be a stand-alone module designed for each user to determine how many and in what sequence they attend.
Summer can be a great time to catch up on reading. Here are a few things we’ve been reading that you might find interesting or useful too.
- This summer, Eccles Health Sciences Library decided on a book for an all-staff read: How Stella Saved the Farm. It’s a fable and an easy read about how to make innovation happen.
- The NN/LM Outreach Evaluation Center blog is full of great bite-sized tips for practical evaluation, planning for assessment, and demonstrating library value.
- 60 iPad Productivity Apps for Modern, Mobile Teachers from TeachThought. TeachThought’s posts are often geared to the K-12 teacher, but we are excited to try some of the apps mentioned on this page.
- Recent article in the Journal of the American Medical Association: How to read a systematic review and meta-analysis and apply the results to patient care: users’ guides to the medical literature.
- The “Tomorrow’s Professor” mailing list, sponsored by the Stanford Center for Teaching and Learning, discusses many topics relevant to higher education, including active learning, distance learning, e-portfolios, effective teaching techniques, and flipped classrooms. Postings contain references and web links to journal articles and reports. You can receive posts via e-mail by signing up for the listserv, or visit the archives on the web: http://cgi.stanford.edu/~dept-ctl/tomprof/postings.php
Have you heard of Universal Design for Learning? At the Annual Conference for Distance Teaching and Learning, I attended a few session with a focus on this principle. Here’s a primer video on Universal Design for Learning that will help you become acquainted. If you want to learn more, check out cast.org
Are you planning on attending the MCMLA Quint Essential meeting in Denver, CO in October 2014? Well guess what? The National Library of Medicine Training Center (NTC) will be there too. The NTC will be teaching PubMed for Trainers one day after the conference ends. You can attend the conference and then cap off your experience with PubMed for Trainers on October 17th, 2014. Click here to read the details about the 4-part class that includes 3 online sessions and 1 in-person session in Denver and register for the class.
In the 1960s, educational psychologist Robert Gagne described what he termed the Nine Events of Instruction. These events are focused on what the teacher or trainer does to facilitate learning. Which of these do you do? Are there any you could add that would improve your class?
1. Gain attention! Hook the learners in with an interesting question or scenario, a video, or something unexpected.
2. Describe the goal. Show students what they’ll gain from the session and what to expect.
3. Stimulate recall of prior knowledge. Show how this new information is connected to something students already know or can do. You can connect to prior knowledge in the same field, or even something from popular culture.
4. Present the material. This is where the bulk of the content is presented. Use questions, interactions, stories, or multimedia to liven it up.
5. Provide guidance for learning. Use leading questions or provide discussion opportunities.
6. Elicit performance. Give the students a chance to apply what they’ve learned and practice the new skills or knowledge.
7. Provide feedback. Allow the learner to evaluate their own performance, give or receive peer feedback, or evaluate their practice.
8. Assess performance. Determine if the goal has been met by evaluating a formal assessment (such as a quiz) or an informal assessment (by observation).
9. Enhance retention and transfer. Have students teach others, provide more opportunities for practice, or transfer knowledge to a new situation.
The National Library of Medicine (NLM) Emergency Access Initiative (EAI) has been activated to support healthcare professionals working on the Ebola public health emergency in West Africa.
The EAI is a collaborative partnership between NLM and participating publishers to provide free access to full-text from over 650 biomedical journals and over 4,000 reference books and online databases to healthcare professionals and libraries affected by disasters. It serves as a temporary collection replacement and/or supplement for libraries affected by disasters that need to continue to serve medical staff and affiliated users. It is also intended for medical personnel responding to the specified disaster.
EAI is not an open access collection. It is only intended for those affected by the disaster or assisting the affected population. If you know of a library or organization involved in healthcare efforts in response to the Ebola outbreak, please let them know of this service.
EAI has been activated four times in the past, including following the earthquake and subsequent cholera epidemic in Haiti, flooding in Pakistan and the earthquake and tsunami in Japan.
NLM thanks the numerous participating publishers for their generous support of this initiative: American Academy of Pediatrics, American Association for the Advancement of Science, American Chemical Society, American College of Physicians, American Medical Association, American Society of Health-Systems Pharmacists, ASM Press, B.C. Decker, BMJ, EBSCOHost, Elsevier, FA Davis, Mary Ann Liebert, Massachusetts Medical Society, McGraw-Hill, Merck Publishing, Oxford University Press, People’s Medical Publishing House, Springer, University of Chicago Press, Wiley and Wolters Kluwer.
Resources on Ebola
NLM has several other resources that will be helpful for people working on Ebola:
• Articles in PubMed: http://www.ncbi.nlm.nih.gov/pubmed/?term=ebola
• Ebola (for the general public): http://www.nlm.nih.gov/medlineplus/ebola.html
• International health (for the general public): http://www.nlm.nih.gov/medlineplus/internationalhealth.html
For questions regarding these resources, please e-mail
email@example.com or call 1.888.346.3656 in the United States, or 301.594.5983 internationally.
This week the NTC trainers are attending the Distance Teaching & Learning Conference in Madison, Wisconsin. We’re looking forward to learning more about teaching strategies, engagement, social learning, instructional design and other topics. We’ll be sure to share our new knowledge with you as well.
Here are few other conferences you might find useful for learning about distance learning or instruction.
Each has a different focus and audience, and it may be worth checking for some free online conference materials.
Work your way through this updated tutorial to view tips to help you effectively search for drugs, chemicals and other substances in PubMed.
There are nine brief modules with video demonstrations. You’ll find guidance on substance-related Medical Subject Headings (MeSH), using the MeSH Database, searching with pharmacological action terms, converting special characters in systematic names, and using tags in searching.
When you’re done, there’s a quiz. You can find the tutorial at this URL: http://www.nlm.nih.gov/bsd/disted/drugs/intro.html
In our PubMed for Trainers class, we encourage participants to write measurable objectives for a class they might teach. One way to make sure your objectives are measurable is to start with an action verb. Bloom’s Taxonomy is a familiar tool for finding the right verb to match what you want the students to be able to do. Bloom’s Taxonomy has been presented in several ways, including wheels, pyramids, and charts. Here’s new way to look at it – a tree – presented in a fun and colorful graphic. This image comes from Mia MacMeekin at An Ethical Island blog and you can click on the small image below for a larger one.